This course provides individuals with the foundation and skills to understand and implement a data-driven decision making process at the core level of instruction. This course provides a structure from which teachers, curriculum coaches, department chairs, coordinators, etc. will be able to identify specific needs bases on data, to collaborate with others to structure an instructional response to those needs, and to create professional teams that reflect and improve their day-to-day practice using data. Prerequisite: Graduate Standing
Prerequisite(s) / Corequisite(s):
Course Rotation for Day Program:
Most current editions of the following:
Beyond the Numbers
By White, Stephen H. (Lead and Learn Press) Recommended
The Data Teams Experience, A Guide for Effective Meetings.
By Peery, A.B. Recommended
Course Learning Outcomes
Engage in reflective inquiry and respond to questions regarding their experience and practice data.
Identify and explain cause and effect data using real-time examples provided by the professor.
Given a case study, demonstrate their ability to analyze the data, develop SMART goals based on identified needs, develop a process for monitoring the goal(s) and present that plan to others.
Observe school data teams and analyze the process used by those teams and the effectiveness of that process.
Develop a data-decision plan for their area of interest that includes an explanation of the data to be collected, the process for ensuring the integrity of that data, expectations of the data team members, and the leadership role needed to implement the plan.
Major Topics/Skills to be Covered:
Foundations of Data-Based Decision Making
Data Decision Process: collecting and disaggregating data, data analysis/prioritizing needs, establishing SMART goals, selecting strategies, determining results indicators, and monitoring for results.
Collaborative Inquiry: Working with data teams within a professional learning community framework
Leadership for effective data decision making process
Recommended maximum class size for this course: 15
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by
the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this
course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section.
However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's
subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.